Critical thinking skills profile of physics education students in first-year undergraduate programme Budi Jatmiko, Binar Kurnia Prahani
Universitas Negeri Surabaya
Abstract
As a prospective physics teacher, students should have critical thinking skills (CTS). This study aims to analyze the CTS profile of first year physics education students. This research method is a survey with a sample of 169 first year physics education students determined by purposive sampling. Data was collected using the Critical Thinking Skills Test Instrument (CTSTI) which consists of four indicators, namely: analysis, evaluation, interpretation, and inference. The data were analyzed descriptively by calculating the mean CTS score. The results showed that in general the CTS profile of students was low, with a mean score of less than 1 (score range 1-4). The mean score: analysis, evaluation, interpretation, and inference were 0.71- 0.35- 0.61 and 0.43, respectively. The implications of this study can be used as empirical evidence that the CTS of first year physics education students still needs to be improved.
